Part III-Required Program Information:

1. Describe how the district will meet the consultation requirements:

1. The district consults with multiple community-based and community service oriented organizations through quarterly Health Advisory Committee Meetings.  Various Substance Abuse Prevention meetings and our North Central Coalition on Health are continuing programs that focus on children’s health needs, and Gardner School Health Services actively participates in these programs.  Organizations involved with Gardner School District for violence and substance abuse prevention include, but are not limited to:

LUK, Inc.                                           

Gardner Police Dept. (DARE, Liaison, and volunteer officers)

MADD

SADD

BWRI (Battered Women’s Resources Institute)

Multi-Service Center (Preventive Health Programs)

GLBT Groups

Reality Check (Franklin-Pierce College)

Henry Heywood Hospital

Gardner Community Development Corp.

HOPE House

Worcester County District Attorney’s Offices

North Central Human Services (Counseling and Psychiatric Treatment)

Lipton Center (Counseling and Psychiatric Treatment)

YOU, Inc.

American Cancer Society

Massachusetts Department of Public Health, School Health Services

Community Health Link, Division of U. Mass. Memorial Health Services (Behavioral and Psychiatric Specialties)

Central Mass. Center for Healthy Communities

Gardner Community Health Center

CHNA (Community Health Network Association)

Through our Health Advisory Committee, teachers, school counselors, nurses, community agencies, parents, and ancillary staff from all district and parochial schools participate in assessing and planning health curricula and needs.  The above community representatives provide community input, and create and carry out specific annual health prevention and teaching goals within the Health Advisory frameworks.  Both violence prevention and substance abuse prevention are priorities in our health curricula.

b.  The Gardner School District actively participates in Current Substance Abuse Prevention programs, consulting with LUK, Inc., and their subsidiary, Central Mass. Center for Healthy Communities in an ongoing program to prevent underage drinking (GCAT-Gardner Community Action Team).  District staff participate in the North County Coalition on Health Subcommittee to prevent substance abuse.  Consultation within this subcommittee identified several programs approved under the Principles of Effectiveness, and the All Stars Substance Abuse Prevention Program is being considered as an area-wide program, promoted by the Coalition.  Gardner School District has assistance from three specific police officers in our community.  They work with GCAT, monitor substance abuse and violence related to our school children, and promote DARE and violence prevention programs.  These officers contribute time and information for consultation with students, faculty, and families whenever possible. 

c.  Continued consultation and information sharing occurs on a scheduled basis within the Health Advisory Committee, the GCAT, the North County Coalition on Health and it’s subcommittees, and the Dept. of Public Health’s School Health Services.

2. Provide an analysis of objective data and statistics related to the Gardner area were assessed, including:

1. Annual Juvenile Arrest Report, Gardner, Ma.
2. Massachusetts Essential School Health Services Data for 2004/2005
3. YRBS statistics for 2003 northeast region
4. Gardner area statistics from CDC web sites
5. Gardner Public Schools Conduct Reports for 2005/2006
6. Crime Reporting Unit data from 1980 through 2000
7. Juvenile Offenders and Victims:2006 National Report
8. Massachusetts state data information regarding Gardner
9. Profile of General Demographics from Dept. of Housing and Community Development

There were 94 juvenile arrests in Gardner in 2005.  Of these arrests, almost 9% involved possession or use of substances including alcohol, marijuana, cocaine, and heroin.  Approximately 19% involved violence, including assault and battery or assault with a dangerous weapon.  Approximately 10% more involved possession of a dangerous weapon.

Massachusetts school nurses from 109 school districts participated in data collection throughout the school years between 1999 and 2005.  In 2005, 4,037, or 10% of all injuries, were intentional injuries.  Approximately 14% of all staff injuries were intentionally inflicted in the 2004/2005 school year. 

The YRBS from 2003 reported 10.6% of high school students had experienced some form of dating violence as opposed to 8.6% nationally.

In Gardner, weapon related injuries are higher than national averages by approximately 6%.  The area crude rate for suicide in the Gardner area is 19.3, compared with the state crude rate of only 6.7.  Motor Vehicle deaths are approximately 1.5% higher than the state crude rates.  Substance abuse indicators are also higher for Gardner than for the rest of the state.  The area-adjusted rate for Gardner is 33.8, as opposed to an adjusted rate of 20.4 statewide.  In the age 15 to 19 assessments, substance abuse admissions were 2,595.4, area age specific rate, compared to the 1,532.4 age specific rate for the state.  Mortality rates for males, aged 15 to 19 were 305.3, age specific rate for Gardner, compared to the 8.1 age specific rate for the state.  The Total Victim Rate for substantiated child maltreatment in 11.9%, nationwide, but it is 24.7% in Massachusetts.

According to the National Report on Juvenile Offenders and Victims:  2006, family structure is directly related to law-violating behaviors.  The percentage of single mothers raising children in Gardner is over 12%, and considered higher than state averages.  The National Report states that 31.9% of students in Massachusetts reported being offered, sold or given an illegal drug on school property in the past year. 

The overall picture for adolescents in Gardner is a serious concern upon review of these statistics, but a new Community Health Center, and our North County Joint Coalition on Health are two newer aspects of the community.  These groups have collaborated with charity organizations and state health officials to promote timely needs assessments, and actions that directly effect the identified problems.  Collaboration with schools and local resources has been identified as a major goal in providing positive solutions for the area.  Personnel from the Gardner Schools participate in the North County Joint Coalition on Health, and actively work to promote access to health and mental health care in our school system.  Personnel also participate in the Gardner Community Action Team (GCAT), a program implemented by Central Mass. Center For Healthy Communities.  This program works to prevent underage access to alcohol through a model developed by Communities Mobilizing for Changes on Alcohol (CMCA) that has been approved as a promising practice in improving community health.  The GCAT is currently growing, and seeking more parents, teens, and community members to participate in activities that educate the public, parents and teens about the serious impact of underage alcohol use.    We currently have committed participation from 3 out of 4 liquor stores in the area.

3. Describe performance objectives and measures aimed at ensuring specific reductions in risk factors and increases in protective factors.

1. Specific reductions in the prevalence of risk factors.

1. Access to drugs and alcohol related to the school setting, reflected by specific school violations
2. Violence in the school setting, reflected by specific school violations
3. Social and school attendance indicators reflected by referrals to counseling, and by specific behavioral issues documented in school violations

2. Specific increases in protective factors

1. Improved self-esteem, monitored within the Second Step Program,
2. Improved problem solving, violence prevention skills. 
3. Improved awareness of the personal consequences of substance abuse
4. Improved access to health and mental health care

                 c.  Level of Performance for each performance indicator

1. Access to drugs and alcohol related to the school setting, reflected by specific school violations

                                           1.from school violations in Middle and High School populations equal to

                                               approximately 2.4%

                                           2.To school violations in Middle and High School populations equal to

                                               approximately 1.9% in the next year

                               ii.  Violence in the school setting, reflected by specific school violations

1. From total school population equal to 2.3%
2. To total school population violations equal to 1.8% in the next year
1. Social and School attendance indicators reflected by referrals to counseling, and by specific behavioral issues documented in school violations
1. From 4.3% documented violations, and increased referrals to counseling
2. To 3.8% documented violations, and  a decrease in   referrals to counseling in the next year.

1. Improved self-esteem, monitored within the Second Step Program,
1. From initial assessment factors in elementary and middle school programs,
2. To increased positive assessments in both programs, and increased numbers of participants for next school year.
2. Improved problem solving, violence prevention skills, as documented within           

The Second Step assessment procedures,

1. With increased positive skills documented for next year
2. Decreased violence related school violations at the elementary school level.
1. Improved awareness of the personal consequences of substance abuse, indicated by
1. increased informational sessions and programs documented in comparison to the 2005/2006 school year.
2. Pre and post evaluations of specific programs

                         xi. Improved access to health and mental health care,

1. evaluated by statistics from SOS programs
2. Monitored by referrals to new physicians and insurance by nursing services

4. Describe how programs or activities funded under this grant are based on scientifically based research that provides evidence that the programs or activities will reduce violence and illegal drug use.
1. The Second Step Program is a research-based violence prevention program, currently approved by SAMSHA.  It is a model program that addresses anger management, impulse control, problem solving, and empathy.  Second Step provides surveys, knowledge assessments and other evaluation tools to document progress.  At least 8 research projects have proven efficacy in decreasing aggression, anxiety, and depressed behaviors, as well as increasing empathy, social competence, and problem solving skills.
2. The Protecting You//Protecting Me program is a substance abuse prevention program for elementary schools that is also approved by SAMHSA.  It is endorsed by the American Academy of Pediatricians, the National Association of Elementary School Principals, and the Center for Substance Abuse Prevention.  This program is based on the latest scientific information regarding the effects of alcohol on the developing brain, with emphasis on empowering children with the knowledge to keep themselves and others safe from harm.  This program is to be implemented in the 2006/2007 school year.
3. The CMCA model, used in the GCAT (Gardner Community Action Team) to reduce underage drinking, is also a program approved by SAMHSA.  It is approved by the U.S. Department of Health and Human Resources as an effective and measurable program to reduce adolescent access to alcohol.  CMCA employs a range of social organizing techniques to address legal, institutional, social, and health issues in reducing youth alcohol use. It works to eliminate illegal alcohol sales to youth by retailers, and to obstruct the provision of alcohol to youth by adults.

4. The SOS, Signs of Suicide program is listed by SAMHSA as a promising program.  This program, (provided for our high school freshmen) teaches high school students to respond to the signs of suicide as a mental health emergency, much as one would react to a heart attack as a health emergency.  Outcomes of this multi-state intervention have proven increases in youth seeking counseling and assistance for depression and suicidal ideation.  There are initial statistics that indicate improved access to mental health care directly correlated to this knowledge given directly to youth.
5. The SADD, or Students Against Destructive Decisions program relies on scientifically grounded prevention principles.  It works with young people to inform, support, and assist their peers in making healthy decisions.  SADD has been determined to be age appropriate, culturally appropriate, cost effective, and sustainable.  It promotes programming that targets all forms of substance use, offers skills to resist drug offers, and increases social competency skills.  SADD, like All Stars programs, promotes normative education designed to correct students’ misperceptions about peer drug use.  This program is to be implemented in the 2006/2007 school year.
6. All Stars, a program being considered for use in the Gardner Middle School, is also designated as a model program by SAMHSA.  All Stars is based on strong research regarding protective factors, including emphasis on developing positive ideals and future aspirations, establishing positive norms, building strong personal commitments, and promoting positive parental attention.

5. Describe how the program and activities provided under this grant will be targeted to the schools and students with the greatest need. 
1. Each of the above programs target schools and students according to effectiveness related to growth and development, preventive strategies, and needs of the students in each school.
2. Gardner Schools strive to provide appropriate preventive education at every level in order to promote life-long awareness, and protective factors.  It is generally agreed that elementary health and prevention programs directly affect statistics at the middle and high school levels.  Consistent, persistent, and normative language and definitions ensure retention and sustainability of lessons.  Continued education and promotion of preventive and protective factors at the middle and high school level is necessary to achieve healthy, mature adults, prepared to deal with the increasing health and mental health issues.
3. Elementary students receive violence prevention education through Second Step, and substance abuse prevention information from DARE, MADD multimedia programs, and hopefully from the Protecting You/Protecting Me curriculum in the future. 
4. Middle School students currently receive violence prevention education through the Second Step Program, and substance abuse prevention through health class lessons, Multimedia programs from MADD, and DARE.  The All Stars program will be assessed for future substance abuse prevention education.
5. High School students currently receive violence prevention, suicide prevention, and mental health education.  They receive cultural awareness, and substance abuse prevention education also.  This is achieved through health classes, many all-school presentations, the SOS program, and  a Police Explorers program.  A new peer mediation program developed by Battered Women’s Resources Inc. will be implemented in the fall.  It will deal with family violence and relationships, encouraging positive relationships on every level.

6. Describe how parents are afforded the opportunity to have meaningful ongoing consultation in the development and implementation of the program.
1. Parents can be involved in these programs in a wide variety of venues.  They are invited to attend Healthy Advisory Meetings that set and monitor goals for all health education.  Parents are encouraged to participate in GCAT, and are provided with brochures and information regarding specific programs as they are scheduled.  Most programs try to incorporate a parental component, whether it is through student “homework” or some other connection.  Parents and their awareness of these important issues are required in order to complete most programs.  PTO’s and Open House evenings strive to make parents aware of health curricula as well as the core components offered at each school.  A parent resource room is established at the elementary level, and other resources have been made available through links to the Gardner Public Schools website, and through the WGET television program. 

7. Describe how the local plan will be coordinated with other federal state, and local programs for drug and violence prevention.
1. Second Step, CMCA, and SOS models are federally approved programs as described by the SAMHSA reports.  The proposed Protecting You/Protecting Me program and the All Stars programs are also approved through federal requirements and SAMHSA.  Each program aligns with federal Safe and Drug Free goals and requirements.
2. Local programs described above strive to involve the community, through parents, community businesses, and community health organizations.  Gardner Schools have benefited from participation and collaboration with the North County Coalition on Health, as well as CHNA and local physicians.
3. Current and scheduled health programs are in alignment with new federal wellness initiatives.

8. Provide a description of how the proposed program will assess progress toward reducing violence and illegal drug use in the schools served.  This evaluation must be based on the performance measures described in #3 above.
1. Assessment of progress toward identified goals will be implemented through approved pre and post evaluations, and school district data regarding behavioral, substance abuse, and violence interventions at each school. 
2. Each initiative will be linked with reportable student behaviors to assess changes and protective factors in each school as well as district-wide.
3. Health Advisory information, health fairs, and informative brochures, flyers, and newspaper articles will be utilized to make parents aware of scheduled lessons, and programs.  Documentation of the provided information will be recorded.

9. Describe how the results of the above assessment will be:
1. used to refine, improve and strengthen the program

1. Assessments will be monitored for positive and negative outcomes.  Each outcome will result in new/refined goals that reflect the efficacy of interventions already established.
2. Both subjective and objective evaluations will be utilized, including surveys to students and parents, statistics obtained anonymously, and specific data collected by schools and nursing services.
3. Data and opinions are used yearly to summarize progress, needs, and to identify goals that are completed, need to be altered, or goals that need to be addressed anew.

2. used to refine the performance measures

1. Both subjective and objective data will be evaluated regarding quality and quantity of information and feedback. 
2. Data evaluation and statistics will consist of  both local, county, and state indicators.  Each indicator will be assessed for pertinence to the identified program.

3. made available to the public upon request, with public notice of such availability provided.

1. Curricula and programs to be implemented will be outlined in the Health Advisory Committee, and made available via website links, brochures, student manuals from each school.
2. Policies related to violence, substance use, safety, and health/mental health referrals will be available via handbooks, website, and school committee information.

10. Describe the mechanisms that will be used to provide effective notice to the community of an intention to submit an application.
1. The Gardner Schools will provide effective notice of intent to submit application to Title IV funds through website information, school committee discussion, and timely posting at City hall.